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PUBLIC TESTIMONY
Testimony by Dr. Jacqueline Cofield, Teaching Fellow at Whitney Museum of American Art and Adjunct Assistant Professor at Hunter College
5:45:52
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3 min
Dr. Jacqueline Cofield, a teaching fellow at the Whitney Museum of American Art and former NYC public school teacher, testified about the importance of arts education in NYC public schools. She emphasized the need for increased funding, resources, and access to certified arts teachers, particularly for marginalized students.
- Highlighted the benefits of arts education, including improved attendance, academic outcomes, and emotional well-being
- Cited a Harvard study confirming that arts learning fosters academic growth, relationships, empathy, and emotional connection
- Urged the council to baseline $41 million in at-risk arts education funding and ensure every school has at least one certified arts teacher
Dr. Jacqueline Cofield
5:45:52
Hello?
5:45:53
Yes.
5:45:53
It it wouldn't let me, okay.
5:45:57
I'm can you hear me?
5:46:00
Okay.
5:46:01
Hello.
5:46:01
Sorry.
5:46:02
I had to go outside and pick up my daughter, so, I'm not sure if you called me earlier.
5:46:07
Okay.
5:46:09
So I'm glad that I didn't miss you.
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So good afternoon, chair Rivera, chair Joseph, and members of the council.
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Thank you for the opportunity to speak today.
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My name is doctor Jacqueline Cofield.
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I'm a John Tiss teaching fellow at the Whitney Museum of American Art, a former New York's public school teacher, and a proud member of the New York City Arts and Education Roundtable Advocacy Committee.
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Across classrooms, museums, and community based programs, I've seen the life changing power of arts education, especially for black, brown, multilingual, and economically marginalized students.
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I now work with pre service teachers and in service educators at city university New York, teaching at Hunter College as adjunct assistant professor, helping them build inclusive curricula that integrates the arts across disciplines.
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But too often their passion runs up against underfunded schools, limited resources, and systemic barriers.
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Citywide data show that thirty one percent of eighth grade students met New York state learning standards for the, arts last year, nearly one in five New York city public schools, three seventy nine in total still lack a certified arts teacher.
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These are not just statistics.
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They reflect an ongoing structural inequities that deny young people access to identity development, cultural affirmation, and critical engagement.
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The research is clear.
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Students in robust arts programs see improved attendance, academic outcomes, emotional well-being, and social connection.
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A recent Harvard study confirms that arts learners foster not only academic growth, but also builds relationships, empathy, and emotional connection.
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It helps teachers and students connect beyond restrictive test driven environments, building trust and understanding, including with ESL students for whom visual and performance based modalities offer a more inclusive and affirming pathway for expression.
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The arts expand opportunities for teaching and learning by offering multiple entry points, activating multiple literacies, honoring diverse intelligence and cultivating curiosity, collaboration, and creativity.
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Skills that every learner needs and every educator can nurture.
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As an educator in higher ed and museum context, I've witnessed how the arts foster belonging in classrooms where students feel unseen.
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This is not extra, This is essential and it benefits the entire school.
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And I would argue the broader community yet delays in MTAC approvals, shortened residencies and contract bottlenecks continue to threaten this essential work.
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As a member of the, it starts with our coalition, I urge you to baseline the forty one million in in at risk arts education funding, ensure every school has at least one certified arts teacher, protect and expand funding for partnerships with cultural organizations, and enforce that d d DOE arts allocations are used as intended.
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Equity in education must include
Rita Joseph
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arts Your time
High School Student
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has expired.
Dr. Jacqueline Cofield
5:49:05
What what okay.
5:49:07
Okay.
5:49:07
Thank you.